Leveraging Pre-service Science Teachers Competencies: Addressing the Demands of Glocal Educators

Educators must possess a dynamic blend of global awareness and local responsiveness to meet diverse learning needs, making the development of glocal competencies essential for inclusive and culturally relevant teaching. This study investigated the significant relationship and influence of preservice science teachers' competencies, self-regulation strategies, and instructional practices on course learning outcomes attainment. It also aimed to determine the best-fit model showing the interrelationships between and among variables. A quantitative descriptive correlation research design was employed in this study using a purposive sampling technique with a sample of 228 preservice science teachers among selected universities and colleges of Region XI. The study's findings revealed that the levels of preservice science teachers' competencies, self-regulation strategies, instructional practices, and attainment of course learning outcomes were all very high. There was a positive correlation and significant influence between preservice science teachers' competencies, self-regulation strategies, and instructional practices on course learning outcomes attainment. The best-fit structural equation model yielded good results, as indicated by goodness-of-fit indices. It was found that preservice science teachers' competencies, self-regulation strategies, and instructional practices significantly predict the attainment of preservice science teachers in the course learning outcomes attainment. It further recommended that teacher education programs focus on competent teachers who master specific skills and competencies and revisit K-12 teacher training standards, ensuring alignment with CHED, DepEd, and PRC for quality education.